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This study aims: (1) to know Lampung museum collections that can be used as a learning resource historical learning in Metro 2 State Senior High School; (2) Utilization of the Lampung museum as a learning resource historical learning in Metro 2 State Senior High School; (3) Constraints faced in the use of the Lampung museum as a learning resource historical learning. The research method used is the qualitative descriptive analysis of Milles and Hubermans models. Data collection techniques used were observation, in-depth interviews, and documentation. Data analysis is data reduction, data display, and data verification. The results showed that the Lampung museum collection was divided into 10 categories, namely geology, biology, ethnography, archeology, history, numismatics, philology, ceramics, fine arts, and technology, from all the collections can be used as a learning resource historical learning. The utilization of the Lampung museum as a learning resource historical learning has been carried out but not fully maximized. Lampung museum collections are used as a source of learning history by adjusting to the Competency Standards and Basic Competence curriculum for historical subjects. The implementation of history learning makes the Lampung museum as a source of learning done by the method of study visits.

The purpose of this research is (1) to describe the process of learning history that takes place in Metro 1 State Senior High School Lampung, and (2) Steps to instill the values of nationalism in history learning in students in Metro 1 State Senior High School Lampung. Descriptive qualitative method used in this study. Data analysis techniques using data triangulation taken from observation techniques, in-depth interviews, and documentation. The results showed that history learning in Metro 1 State Senior High School has been running effectively because schools have implemented a moving class system that is carried out in certain learning spaces according to their fields. While the inculcation of nationalism values is done through the integration of nationalism values in learning history, so teachers must play an active and innovative role in planning learning that is inserted in the Syllabus and RPP. As for the values of nationalism that are inculcated through culture and habituation of the school environment with attitudes such as discipline, tolerance, patriotism, responsibility, courtesy, hard work, and mutual cooperation and so forth.

The purpose of this study is to analyze the implementation of sociocultural (social-cultural)-based character education with the aim of providing empowerment in the world of education for the formation of national character based on socio-cultural values, at the high school education level. This sociocultural-based character education has been adapted to the goals of national education which focuses on teachers and developing skills and knowledge, as well as building the nation's character. The research uses qualitative methods with phenomenological design. Data collection techniques used observation techniques, interviews, FGD (focus group discussions), and documentation studies to obtain the observed data. Data analysis is guided by data reduction techniques, data presentation, and conclusion drawing. The result of this research shows that the implementation of sociocultural-based character education is referred to as an alternative solution and learning model to instill character values that consider the advantages of local/regional culture and the potential of socio-cultural values. Lampung, as one of the provinces of Indonesia, certainly has the uniqueness and characteristics of the traditional culture of Lampung, which is known as a friendly and heterogeneous community, so it is very relevant for planting and strengthening character education in high school. With the design of character education based on local sociocultural culture and implemented in an integrated manner in subjects. Keywords: Character Education, Sociocultural, Senior High School, Lampung.

This article aims to examine the concept of freedom of learning from the point of view of the progressivism philosophy of education. The method used is literature study with a hermeneutic approach to explaining the reality that occurs with elements of interpretation and description. The concept of freedom of learning education is under the modern progressivism educational philosophy and wants a fundamental change in the implementation of education to be better, better quality, and provide real benefits to students. Progressivism has emphasized the importance of the fundamentals of independence and freedom to students, by giving them the freedom to develop the competencies, interests, and talents they already have, without the obstacles of formal regulations which sometimes shackle their creativity and thinking power to be better. The concept of freedom of learning education in Indonesia which has become a new policy is considered to be able to change the existing education system. The harmony of independent learning with the philosophy of progressivism provides a new perspective on the orientation of education in Indonesia, in practice, it presents a natural learning space and allows children to grow and develop according to their interests and talents so that the goal of forming individuals with character can be realized.

The history learning module integrated character values is an innovation in history learning in schools to support educational progress. This module serves as teaching material for the process of character formation of students obtained through independent learning to achieve the desired competency goals. This research uses the development (RD) of the 4D model (define, design, development and dissemination). The results showed that the module was declared feasible based on the results of the validation of the experts, so the modules that had been developed were feasible, effective and practical to be used as teaching materials and learning resources by students in the history learning process. This module has the advantage that there are character values (love of the motherland, curiosity, religious and tolerance) in the material presented for the formation of students' character.

Tujuan dalam artikel ini adalah mendeskripsikan peran modal sosial dalam pendidikan sekolah. Peran modal sosial pada dasarnya masih belum dinilai sebagai aspek penting dalam proses perbaikan kualitas sekolah. Ada kecenderungan bahwa sekolah masih belum menyadari dan belum menganggap penting bahwa modal sosial sangat strategis untuk dikembangkan dalam pola-pola hubungan sosial yang terjadi dalam proses belajar baik di dalam keluarga, masyarakat dan di sekolah. Metode dalam penelitian menggunakan metode kepustakaan. Hasil penelitian menjelaskan bahwa modal sosial sangat efektif apabila mampu mengembangkan dan mempertahankan dari unsur-unsur modal sosial itu sendiri, sehingga peran modal sosial itu akan nampak apabila terus membangun dan mengembangkan kepercayaan, nilai/norma dan jaringan sosial, kerjasama dan partisipasi dalam rangka untuk meningkatkan perbaikan kualitas sekolah.

This study aims to analyze the relationship between historical understanding, historical thinking, towards historical consciousness in learning history. This type of research is ex post-facto with a correlational design. The population is class X high school students in Yogyakarta, with a sample of 177. The side technique uses cluster random sampling. Data collection uses instruments in the form of historical understanding tests, historical thinking tests, and historical consciousness questionnaires. Data analysis was carried out through partial correlation and multiple correlations with a significance level of 0.05, and the prerequisite test analysis used normality, linearity, and multicollinearity tests. The results show that the relationship between historical understanding, historical thinking, and historical consciousness in history learning has a strong and significant correlation. These three components should not be separated from the history learning process so that history learning is more meaningful for its historical values.

The flipped classroom is very helpful for students to understand learning material, but it is still very minimally used, especially in history learning. This study analyzed the effect of the flipped classroom model in history learning to improve students' critical thinking. This study employed a quasi-experimental non-equivalent control group design, by dividing into two class groups, namely experimental and control. The sample was 121 students who were selected through cluster random sampling technique. The data collection was through observation, interviews, and instruments in the form of critical thinking tests. Data analysis used an independent sample t-test and N-gain score test to analyze the effect of a flipped classroom in history learning to improve critical thinking. The results showed that the flipped classroom in history learning had a significant effect on improving students' critical thinking skills as evidenced by the independent sample t-test test with a significance value of 0.000

Philosophy and science are human efforts in understanding the concepts and methods of a scientific discipline. The changing times and developments have ushered the philosophy of a configuration by showing how the "tree of knowledge" grows and branches fruitfully from each of the disciplines, to break away from the trunk of its philosophy, develop and follow its methodological trends. This research method uses the hermeneutic method in explaining the reality that occurs with elements of interpretation and description. The results of the research can be described that the study of the relationship between philosophy and science has progressed so intensely. Philosophy and science are indispensable for their presence during the development of science and technology which is marked by the sharpening of scientific specialization, because by studying philosophy scientists are expected to be aware of their limitations so as not to be trapped into intellectual arrogance. It is impossible to counter-discourse developing science and technology, but rather to reduce the negative impact of the technology itself. In the era of the industrial revolution 4.0 and Society 5.0, the community groups are very heterogeneous, so it is very risky to the problems faced regarding the development of technology and can change the mindset of life into a more sophisticated pattern of life with the power of technology such as robots and the internet. So the science that is used as an axiological milestone in directing and controlling the development of science and technology in a positive way for the benefit of mankind and its environment is philosophy and science.

The purpose of this study was to examine the influence of the sorogan method in history learning to improve students' historical understanding and historical awareness. The research method used a quasi-experimental nonequivalent control group design, and the sampling technique used a cluster sampling with a sample size of 96 students. Collecting data through observation, interviews, and tests of historical understanding and awareness. Meanwhile, data analysis to determine the effect and differences of the sorogan method to increase understanding and historical awareness using the independent sample t-test and N-gain score test. The results showed that there were a significant influence and difference between the two groups, namely the experimental and control classes based on the results of the independent sample t-test, the hypothesis H0 was rejected with a significance value of 0.000sorogan method on historical understanding and awareness and getting a positive response from teachers and students, because the sorogan method is student-centered, and the teacher acts as tutorship/mentorship.

Pada masa Tabi’in perkembangan hukum Islam ditandai dengan munculnya aliran-aliran politik secara implisit mendorong terbentuknya aliran hukum. Hal ini disebabkan oleh beberapa faktor diantaranya: perluasan wilayah dan perbedaan penggunaan Ra’yu. Secara tidak langsung terbentuknya aliran ini membuktikan bahwa dalam Islam terdapat kebebasan berpikir dan masing-masing saling bertoleransi/saling menghargai perbedaan itu. Perbedaan itu tidak menjadi penghalang dalam kebersamaan dan ukhwah islamiyah. Secara umum masa tabi’in dalam penetapan dan penerapan hukum mengikuti langkah-langkah yang telah dilakukan oleh sahabat dalam istinbath al-ahkam . Istinbath ini dilakukan dengan cara berijtihad yang sesuai dengan ketentuan sumber Islam yaitu al-Qur’an, Sunnah, Ijma’ dan Qiyas. Pembentukan madzhab dilihat dari semakin berkembangnya ilmu pengetahuan, pada fase ini dikatakan sebagai zaman keemasan dalam sejarah perkembangan hukum Islam. Faktor utama yang mendorong perkembangan hukum Islam adalah karena berkembangannya ilmu pengetahuan di dunia Islam. Sehingga muncul madzhab-madzhab fiqh Islam setelah masa sahabat dan kibrar al-tabi’in berjumlah tiga belas aliran. Muncul tiga belas mujtahid yang madzhabnya dibukukan dan diikuti pendapatnya, kesemuanya berafiliasi dengan aliran Ahl al-sunnah . Namun, madzhab-madzhab yang terkenal hanya empat yaitu Imam Hanafi, Imam Malik, Imam Syafi’i dan Imam Hanbali.

This study aimed to analyze the relationship between understanding Indonesian history, multiculturalism, and historical awareness with the nationalist attitudes of state high school students in Yogyakarta. This type of research was correlational research with a quantitative approach. The sample consisted of 126 students. Data collection used tests and questionnaires. The test was used to reveal data about understanding of Indonesian history and multiculturalism, while the questionnaire was used for revealing students’ historical awareness and nationalistic attitudes. The validity of the instrument used a biserial point correlation test and a reliability test with the KR-20 formula. The data then were analyzed by using quantitative descriptive analysis technique. The pre-requisite analysis consisted of the normality test, linearity test and multicollinearity test. The hypothesis testing used Product Moment Correlation, multiple correlation, relative contribution, and effective contribution. The results showed that there is a positive and significant relationship between understanding of Indonesian history, multiculturalism, and historical awareness with students' nationalism. History learning will be much more meaningful if these four concepts are used as the objectives of history learning.

This article aims to review the struggle of Islamic political parties during the guided democracy era. The research method used is historical with a literature study approach. The results of the study explain that in Indonesia's history, records regarding the democratic order that brought President Soekarno to the top of his highest government, namely from 1957 to 1965. The role of Indonesian democracy did not only decline but almost changed to become a dictator. In the end, Soekarno's guided democracy idea was responsive from Indonesian political activists, including from Islamic political parties. Soekarno's idea, the Islamic political party pursued a two-sided path, one side firmly rejected and one side supported it. This difference in interests has brought the two camps into a political struggle during the guided democracy era. The contra group represented by Masyumi got the impact of their ideology with the dissolution of this party. Meanwhile, support groups such as NU even gained political triumph during the guided democracy era. Artikel ini bertujuan mengulas kembali tentang pergumulan partai politik Islam masa demokrasi terpimpin. Metode penelitian yang digunakan adalah historis dengan pendekatan studi pustaka. Hasil penelitian menjelaskan dalam sejarah Indonesia mencatat mengenai tatanan demokrasi yang membawa presiden Soekarno ke puncak pemerintahan tertingginya, yakni pada masa 1957 hingga 1965. Peranan demokrasi Indonesia tidak hanya menurun, melainkan hampir saja berganti menjadi diktator. Pada akhirnya gagasan demokrasi terpimpin Soekarno memunculkan responsif dari para penggiat politik Indonesia, termasuk dari partai politik Islam. Dalam menanggapi gagasan Soekarno, partai politik Islam menempuh jalan bersibak dua, satu sisi menolak tegas dan satu sisi mendukungnya. Perbedaan kepentingan ini telah membawa kedua kubu ke dalam pergumulan politik pada masa demokrasi terpimpin. Kelompok kontra yang diwakili oleh Masyumi mendapat imbas dari ideologi mereka dengan dibubarkannya partai ini. Sedangkan kelompok pendukung seperti NU malah mendapatkan kejayaan politik pada masa demokrasi terpimpin.

This article reviews the thoughts of KH. Hasyim Ash'ari concerning Islam and nationality. The method in this research is the library research method with a descriptive analysis study. The analytical study uses content analysis and descriptive analysis related to Islamic thought and nationality KH. Hasyim Ash'ari. The results showed that the problem that was found today was that a phenomenon had happened to the life of the Indonesian nation, with the re-emergence of groups that opposed Islam and nationality (Indonesian-ness). So, it is necessary to tune in KH. Hasyim Ash’ari about Islam and nationality, KH. Hasyim Asy'ari himself has proven that the two do not need to be contested because they are the realm of one concept of struggle. Islamic thought KH. Hasyim Ash'ari has a traditional Islamic style that focuses on the fields of Sufism, theology (ahlussunah wal jama'ah), and fiqh. Meanwhile, his national thinking about political ideas was used as a struggle to unite the people and confront confrontation with the Colonial as well as efforts to fight for Indonesian independence.Artikel ini menalaah kembali tentang pemikiran KH. Hasyim Asy’ari mengenai keislaman dan kebangsaan. Metode dalam penelitian ini adalah metode kepustakaan (library research) dengan studi analisis deskriptif. Studi analisis menggunakan analisis conten dan deskriptif terkait pemikiran keislaman dan kebangsaan KH. Hasyim Asy’ari. Hasil penelitian menunjukkan, bahwa permasalahan yang didapatkan deawasa ini adalah terjadi fenomena yang menimpa kehidupan bangsa Indonesia, dengan kembali munculnya golongan-golongan yang mempertentangkan keislaman dan kebangsaan (keindonesiaan). Maka, perlu menalaah pemikiran KH. Hasyim Asy’ari tentang keislaman dan kebangsaan, KH. Hasyim Asy’ari sendiri telah membuktikan bahwa keduanya tidak perlu dipertentangkan, karena keduanya adalah ranah dalam satu konsep perjuangan. Pemikiran keislaman KH. Hasyim Asy’ari bercorak Islam tradisional yang berfokus pada bidang tasawuf, teologi (ahlussunah wal jama’ah) dan fiqh. Sedangkan, pemikiran kebangsaannya mengenai ide-ide politik yang digunakan sebagai perjuangan untuk mempersatukan umat dan melakukan konfrontasi terhadap Kolonial serta usaha dalam memperjuangkan kemerdekaan Indonesia

This article discusses the system of government during the Japanese occupation in Indonesia. The research method uses historical methods with four stages, namely heuristics, source criticism, interpretation and historiography. The result is that during the three and a half years of Japanese rule it was an important period for Indonesian history. After being able to conquer the Netherlands, Japan directly replaced the position of the Dutch East Indies government. On March 8, 1942 Japan had officially occupied Indonesia which immediately made changes to remove Western dominance. The system of government adopted by Japan in Indonesia is using a system of military government, so that those in power are army commanders. In contrast to the Dutch colonial period the system of government used by the civil administration became the ruling governor general. Policies carried out by Japanese government in various fields including politics, social-economy, education and the military. Artikel ini membahas tentang sistem pemerintahan masa pendudukan Jepang di Indonesia. Metode penelitian menggunakan metode sejarah (history) dengan empat tahapan yakni heuristik, kritik sumber, interpretasi dan historiografi. Hasilnya bahwa Pada masa pemerintahan Jepang selama tiga setengah tahun merupakan priode penting bagi sejarah Indonesia. Setelah mampu menaklukan Belanda Jepang secara langsung menggantikan kedudukan pemerintahan Hindia Belanda. Pada tanggal 8 Maret 1942 Jepang telah resmi menduduki Indonesia yang langsung melakukan perubahan untuk menghapus dominansi Barat. Sistem pemerintahan yang diterapkan oleh Jepang di Indonesia yaitu menggunakan sistem pemerintahan militer, sehingga yang berkuasa adalah panglima tentara. Berbeda dengan masa kolonial Belanda sistem pemerintahan yang digunakan pemerintahan sipil jadi yang berkuasa gubernur Jendral. Kebijakan-kebijakan yang dilakukan pemerintahan Jepang diberbagai bidang diantaranya bidang politik, ekonomi-sosial, pendidikan dan militer.

Artikel ini membahas tentang sistem pendidikan masa Orde Lama dimana pendidikan masa ini dimulai dari Periode 1945-1950 dan Periode 1950-1966. Penelitian ini menggunakan metode History (Sejarah) dengan tahapan-tahapan: Heuristik, Kritik sumber (kritik intern dan kritik ekstern), Interpretasi dan Historiografi. Hasil kajian membahas bahwa pendidikan pada masa Orde Lama diharapkan mampu menentukan tujuan pendidikan Indonesia ke arah yang lebih jelas dan maju. Dengan tujuan pendidikan jelas maka bisa mengarahkan ke pencapaian kompetensi-kompetensi yang dibutuhkan serta metode pembelajaran yang kondusif dan efektif. Berdasarkan tujuan tersebut pada masa Orde Lama banyak dikeluarkannya kebijakan-kebijakan di dalam bidang pendidikan yang digunakan untuk merencanakan dan mengatur pendidikan. Pasca kemerdekaan pendidikan Indonesia berlandaskan pada Pancasila dan UUD 1945, salah satunya terdapat pada pasal 31 UUD 1945 telah mengatur mengenai sistem pendidikan nasional. Tahun-tahun selanjutnya ditetapkan juga tentang pendidikan nasional yang diatur dalam UU No. 4/1950 yang kemudian disempurnakan (jo) menjadi UU No. 12/1954 tentang dasar-dasar pendidikan dan pengajaran di sekolah. Pada 1961 diatur UU No. 22/1961 tentang Pendidikan Tinggi, dilanjutkan dengan UU No.14/1965 tentang Majelis Pendidikan Nasional, dan UU No. 19/1965 tentang Pokok-Pokok Sitem Pendidikan Nasional Pancasila.